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RESPONSE to REQUEST FOR PROPOSAL FOR ARCHITECTURAL SERVICES February 15, 2017


L ISTEN

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1. Cover Letter February 15, 2017 Dr. Chrissie Sorenson, Director Bavarian International School e.V. Hauptstr. 1 - 85778 Haimhausen – Germany RE: Response to Request for Proposal for Facilities Master Plan Services & New STEAM Classroom Building Dear Dr. Sorenson: On behalf of CSDA Design Group (CSDA), I am pleased to introduce our team and provide our proposal for facilities master plan services and STEAM Classroom Building design services for the Bavarian International School (BIS). Education is the core of our business and has been for the past 64 years. We fully support BIS’ key values which include developing motivated, responsible life-long learners by inspiring and challenging young minds. With CSDA’s extensive experience in international facilities planning and our specific knowledge of how the design of learning spaces can be informed by curriculum, we will be able to partner with you to describe what these environments will look like as part of your envisioned future. Our team has developed international school projects and master plans for over a dozen international and domestic school clients. Thus, we understand the importance of teamwork in addressing the wide range of needs associated with these projects. Enclosed in this package you will find our firm’s experience and qualifications. We feel that the following unique qualities make our team the best fit for your projects: • Extensive educational facilities planning experience: CSDA has 64 years of firm experience and has provided master plans for over a dozen international school clients. • Forward-thinking team players: CSDA always looks to collaborate with clients. We are a team of positive-minded consensus builders. • Curriculum informed design: CSDA has partnered with educators associated with the Stanford Center for Innovations in Learning to understand how curriculum can inform the design of educational spaces. • STEAM/STEM Experts: CSDA is working on our eighth STEAM/STEM project for California school districts. We are subject matter experts in the design of dynamic STEAM/STEM learning environments. If selected, I, Mike Schoen, will work directly with BIS on the development of the master plan and STEAM Classroom Building. I will serve as your main point of contact throughout the project and personally visit your site to start the project, solicit stakeholder input and coordinate programming/outreach meetings. Thank you for considering CSDA for these exciting projects. We look forward to the possibility of a very successful future partnership. You may reach me by phone at (310) 301-4772 or via email at mchoen@csdadesigngroup.com. Sincerely, CSDA Design Group

Michael R. Schoen, AIA, LEED AP Principal 4061 Glencoe Avenue

Suite B

Marina del Rey, CA 90292

San Francisco

• 

Los Angeles

310.821.9200 • 

San Diego

www.csdadesigngroup.com

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Hayward USD New STEAM Classroom Buildings

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“Design is not just what a space looks like, but what it inspires us to do. We see the design of our educational spaces as the origin for true creativity and collaboration in which community and inspiration are at the heart.”

Michael Schöen, Design Principal

Table of Contents 1. Cover Letter...................................................................................................................1 2. Why CSDA?...................................................................................................................4 3. Master Plan Approach and Methodology.....................................................................5 4. International Master Plan Projects.............................................................................9 5. STEAM Principles and Approach.................................................................................21 6. Case Study | High School STEAM Project....................................................................25 7. Additional STEAM Project Experience.......................................................................31 8. Organizational Chart/Relevant Qualifications of Individuals.....................................37 9. Scope of Work, Scope of Services and Estimated Fee................................................43

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2. Why CSDA? At CSDA, we recognize that each client and project are unique. The same can be said about how every educator teaches and how every child learns. This philosophy is at the heart of every project with which CSDA is involved. Collaboration, innovation, flexibility, and interdisciplinary learning are ideas that were once reserved for the tech industry. These concepts have proven to be solid foundations for curriculums to be built around and for school facilities to be built on.

With over 64 years of education centered experience CSDA brings a proven track record and a firm philosophy that revolves around continuing education. Designing education facilities is what we do. Our passion for giving back is rooted in our designs. This passion has been responsible for the completion of dozens of international and domestic school master plans. This experience has also helped us develop our exceptional team into subject matter experts on STEM/ STEAM facility designs. We are currently completing our 8th STEM/STEAM project in California.

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3. Master Plan Approach and Methodology

We understand that master plans are a critical starting point from which every school creates a successful roadmap for the future. Every master plan in which we take part in explores a wide range of solutions that bring to life the school community’s vision. We work closely with the school community to create unique, inspiring, innovative, and sustainable solutions that will: • • • • •

Address the school’s short and long-term needs Create opportunities that promote collaboration, innovation, and interdisciplinary learning Mesh STEAM/STEM educational curriculum with the facilities that support them Provide solutions that promote environmental connectivity Guide the school in its long-term financial planning

Our approach and methodology to developing a successful facilities master plan for BIS is a straightforward approach of Listening, Collaborating, and Creating. We believe that the plan outlined below and on the following pages is a solid foundation for producing opportunities that will continue to support the BIS community.

01

Steering Committee and Kick-Off Meeting

04

Architectural Program Development

02

Existing Facilities and Site Analysis

05

Conceptual Design

03

Community Outreach

06

Final Facilities Master Plan

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Asociacion Escuelas Lincoln, Buenos Aires, Argentina

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01

Steering Committee and Kick-Off Meeting CSDA will work with BIS to assemble a Steering Committee, provide guidance on how it functions best in relation to the project, and work with the Committee to draft design principles for use throughout the master planning process. Input from the steering committee and items agreed upon at the kick-off meeting are important elements in defining the BIS vision.

Existing Facilities and Site Analysis Using existing drawings CSDA and selected engineering consultants will establish baseline information of existing facilities showing overall conditions. Once developed, physical needs can be identified and priorities established. CSDA will also evaluate the campus topography, views, circulation (pedestrian and vehicular) solar impact, noise, adjacencies, utilities, drawings, soil conditions and prevailing winds. With this information, a comprehensive analysis of the site’s opportunities and challenges can be developed.

03

02

Community and Stakeholder Outreach Community stakeholder input is a vital component of a successful master plan. CSDA will facilitate community and stakeholder meetings to seek input on campus improvement options. These meetings will serve as the backbone for the program development as it relates to the master plan.

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04

Architectural Program Development CSDA will review the school’s educational programs and objectives and analyze the community and stakeholder comments. With this information facilities needs that best support programs and objectives will be identified. The primary purpose of this phase is to agree upon present and future facility needs.

Conceptual Design CSDA will work with the school’s steering committee and campus site groups to develop design concepts that are responsive to existing facilities conditions, specific site challenges and opportunities as well as District teaching methodologies. We will present a series of graphic choices that will enable you to select the best schemes.

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Final Facilities Master Plan This document will serve as a shared vision for school personnel, stakeholders and community members in defining how today’s campuses can be transformed to meet your needs of tomorrow.

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4. International Master Plan Projects CSDA specializes in campus master planning and educational facility design. We are a team of talented individuals who listen carefully, collaborate fully and create responsibly. Our goal is to assist each client in addressing their planning, design, budget and schedule needs. Our team works closely and in collaboration with clients to evaluate campus space utilization and develop design solutions that foster 21st century learning environments for students.

International School of Krakow Krakow, Poland Institute of Monterrey Monterrey, Mexico

Colegio Internacional Puerto la Cruz, Venezuela

Asociacion Escuelas Lincoln Buenos Aires, Argentina

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American International School Vienna, Austria International School of Latvia Riga, Latvia American Community School Beirut, Lebanon Damascus Community School Damascus, Syria

American International School Tokyo, Japan

American International School Dhaka, Bangladesh

American Community School Abu Dhabi, United Arab Emirates Saudi Arabia International School Riyadh, Saudi Arabia

American International School Tel Aviv, Israel

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Asociacion Escuelas Lincoln Master Plan Buenos Aires, Argentina

Year(s) 2016 - 2018 Size 690 Students Project Reference Mike Martell Superintendent 54-11-4851-1700 mike.martell@lincoln.edu.ar

The Asociaciรณn Escuelas Lincoln is a K-12 International School which provides a U.S. accredited education, as well as a family environment and close-knit community for its students as well as their families. Lincoln provides a full academic, athletics and fine arts program; with on-site facilities to accommodate all students. The daily access to physical education classes and fine arts is not a common occurrence in Argentina, making Lincoln a desirable program for both locals and expatriates. The campus is divided into sections: Elementary School (with Elementary Yard), Middle School (with Middle School Athletic Field), High School (with Gym) and the shared Theater, Pool and river-facing Athletic Fields. The intent of the Final Master Plan is to provide the school and its stakeholders with a comprehensive overview of the opportunities that are present within the existing campus. The conceptual design draft and phasing plans were created utilizing the information gathered during the previous phases of the master plan process. Existing conditions, current obstacles, site potential, opportunities and potential design options were presented and discussed during multiple stakeholder meetings. A list of potential projects and general design scheme was developed and presented in this document, focusing on short and long-term goals of the school, financial impacts, and projected student enrollment.

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International School of Latvia Master Plan Riga, Latvia

Year(s) 2015 - 2016 Size 355 Students Project Reference Mary Russman +371 67755146 mrussman@isl.ed.lv

The International School of Latvia (ISL) is located on a 4.08-hectare site situated just outside the city of Riga, Lativa. Prominently situated within the community of Pinki, it is accessible primarily by automobile and served by a school bus service which is contracted out. The ISL’s campus is nestled within a mixture of industrial, residential, and orchard zones. The surrounding area is a lighter-density suburban community of single and multi-family family residences. The school was built in 2010 with minimal alterations since its completion. The school has added two modular buildings located near the athletic fields which house two classrooms and campus storage. The intent of the Final Master Plan is to provide the school and its stakeholders with a comprehensive overview of the opportunities that are present within the existing International School of Latvia campus. The final design concept and phasing plans were created utilizing the information gathered during the previous phases of the master plan process. Design options were presented and discussed during multiple design review meetings. A final design scheme was selected and further developed, focusing on short and long-term goals of the school, financial impacts to the school, and projected student enrollment.

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Colegio Internacional Puerto La Cruz Master Plan Puerto La Cruz, Venezuela

Year(s) 2011 Size 400 Students Project Reference Mike Martell Superintendent +54 11 4851 1700 mike.martell@lincoln.edu.ar

Colegio Internacional Puerto La Cruz (CIPLC), located 130 miles east of Caracas, Venezuela, was founded in 1994 and emphasizes a rigorous education which prepares students for admission to colleges and universities in the U.S. and beyond. It serves 400 students pre-K through grade 12 and is currently housed on a leased campus of a former Catholic boarding school for boys. Having outgrown their current facilities, CIPLC sought master planning for a proposed permanent site, an 8.3-acre site located on a man-made isthmus connecting the mainland to a small island. The first phase of the project determined all spatial needs, concept building plans, and an overall campus landscape and site plan for the proposed permanent site, paying special attention to the strict physical limitations of the compact site and designing a vertical campus to effectively house all desired programming. Future facilities include vertical academic/administration buildings that concentrate circulation on the interior and classrooms on the exterior to capitalize on views, a solar energy roof system, a cantina, visual and performing arts building, gymnasium, library, and multi-use field.

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American International School Vienna Master Plan Vienna, Austria

Year(s) 2014 Size 800 Students Project Reference Bob Gross Director (retired) rlgross43@gmail.com

The American International School Vienna is nestled within the picturesque Vienna, Austria woods and provides a worldclass international education for approximately 800 students in the midst of the physical beauty of the surrounding hills, forest, and countryside. CSDA was selected to survey and analyze its 170,000 SF, 10-acre campus. CSDA conducted a full site analysis of the campus and facilities, as well as a needs analysis, site asset management reports, and a master plan. The needs analysis identified needs and opportunities for all campus improvements and the master plan provide a 10-year vision for campus upgrades and improvements.

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Master Plan Projects Campus-wide Upgrades

Projects

Campus Improvements

The Campus Improvements Projects listed within this document represent a range of poten�al opportuni�es that will transform the campus in a posi�ve manner as well as provide the school with reduc�ons in maintenance and opera�ons monthly/yearly opera�onal costs and labor. These projects were developed through programming mee�ngs, interviews, site walks, inves�ga�ons, and data analysis. These high-intensity projects contain opportuni�es that could have a major impact on the campus and school through larger construc�on type projects.

Existing Campus VIENNA WOODS

SALM

2

SRAiittSSeE Site

ER ST

RF ANDO

PLAYGROUND

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14/20

7

3

13

17

1

AMERICAN INTERNATIONAL SCHOOL VIENNA

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GYMNASIUM

1

Cafeteria, Dining, and Amphitheater Renovation Renovate exis�ng cafeteria serving line, cafeteria, outdoor dining area, and amphitheater to make more usable and incorporate outdoor learning opportuni�es. To include expanded serving line, cafeteria acous�cs, enlarged outdoor dining area, and renovated amphitheater.

2

Elementary School Entrance, Vestibule, and Parent Lounge Renovation Renovate exis�ng ES entrance and ves�bule to resolve efficiency, security, and check-in issues for students and parents while providing a well-dened iden�ty for the ES program and an easily-accessed counselor office and smaller parent lounge. To include signage, updated nishes, and stairway faceli�.

3

Elementary School New Building Design and build new two-story Elementary School building to house a library expansion on second oor and a new ES Science Lab with restrooms on the rst oor. New building will allow for moderniza�on and reprogramming of exis�ng library space as well as the moderniza�on of exis�ng kindergarten rooms.

4

Streamlining and School Circulation Improvements Via Locker Replacement Streamline and improve interior school circula�on by connec�ng oors with addi�onal walkways and bypassing stairwells and replace exis�ng lockers with double-stacked lockers to regain space for more ex space and lessen corridor conges�on.

5

School Administration Entrance Relocation and Villa Building Restoration and ReProgramming Relocate main entrance of school to original Villa entrance and renovate exis�ng entrance. Reprogram Villa building to accommodate func�onal and efficient administra�on spaces and/or addi�onal educa�onal spaces as well as restore and refurbish the building to return it to its architectural historical prominence on the site. To also include renova�on of exis�ng staff parking lot, change to guest parking, and landscaping.

6

School Identification and Rebranding Provide the AIS Vienna campus, community, and name with an updated image and brand through comprehensive updates for the design of the school logo, campus monument signage, and updated paint schemes throughout. Curbside Appeal and Site Enhancements Renovate exterior of school to increase curbside appeal and update look. To include boundaries, fencing, landscaping, new exterior paint scheme, site monument and entrance signage.

5

16

4

21

8

15

7 8 9

KEYLWERTHGASSE

10 VIENNA WOODS

ATHLETIC FIELDS

Campus Projects Overview Projects numbered in red are Stategic Pillar Projects that are further outlined on the following page. Projects numbered in green are secondary spotlight projects that differen�ate themselves from the baseline infrastructure projects through their ability to elevate the overall visual impression of the school.

School Entrance Renovation Renovate the exis�ng MS and HS entrances to enhance signage and iden�ca�on as well as visually iden�fy it as the main entrance. School Color Identification Create an individual color pale�e that would dis�nguish each school as their own en�ty while maintaining the feel of a cohesive campus. Installation of Campus Lighting and Room Occupancy Sensors Replace exis�ng interior light xtures with low-energy consuming ligh�ng xtures to op�mize energy savings and install occupancy sensors in all spaces to maximize efficiency (Based on EBS report.)

11 12 13 14 15 16 17 18 19 20 21

Space Utilization and Program Allocation Create much needed mul�-purpose spaces for ES, MS, and HS programs and HS Science classroom through evalua�ng space u�liza�on of exis�ng spaces and consolida�ng lowlevel use spaces throughout the school. Athletic Field End Zone Renovation Renovate the end zone of the exis�ng athle�c eld to include running tracks, basketball hoops, shot-put, high jump, pole vault, and ex space as well as install “Freedowm Trail” at south wooded por�on of campus. To be used as a walking trail with exercise components. Path of Travel and Drainage Repairs Repair exis�ng drainage and path of travel issues near playground, upper gymnasium, and kindergarten. ES Music Room and MS/HS Choral Room Emergency Exits Renovate exis�ng ES Music Room and MS/HS Choral Room emergency exits to allow for safe egress from the school to a safe dispersal area. Keylwerthgasse Entry Enhancements Provide enhancements for MS and HS program iden�ca�on as well as school iden�ca�on at the exis�ng guard building entrance along Keylwerthgasse. ES Computer Lab Re-Programming Re-program the exis�ng ES computer lab to fulll need for addi�onal Mee�ng/ Mul�purpose Room. Cafe Seating Expansion Expand Cafe sea�ng area to allow for increased student use and create addi�onal mee�ng/breakout space. Lower & Upper Gymnasium and Activites Room Modernization Modernize the current Lower and Upper Gymnasiums and Ac�vi�es Room to allow for increased exibility of use as well as upgraded nishes, apparatus, and acous�cs. Bubble Gymnasium Renovation Renovate the “Bubble” gymnasium structure to seal exterior gaps to eliminate air inltra�on and reduce heat loss and opera�ng costs. ES Music Wing Ventilation Install upgraded ven�la�on equipment in the Elementary School music wing to improve indoor atmosphere and mi�gate ven�la�on to closed-off areas. Theater Ventilation Upgrade Theater ven�la�on to improve indoor environment.

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Outdoor Learning Opportunities

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Pipe Insulation and Routing Study Per Piping Survey (See Piping Survey Report A�achment of this package).

Locate and design outdoor learning spaces and areas. To include plan�ng areas, outdoor classrooms, and greenhouses.

School Color Identification

Athletic Field End Zone Renovation

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

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Schools and Admin Entrance Improvements

Curbside Appeal and Site Enhancements

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

LEGEND POTENTIAL PROJECT AREA

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

KL

EE

BL

Installation of Campus Lighting and Room Occupancy Sensors

Space Utilization and Program Allocation

AT T

W

EG

American International School Vienna: Master Plan Salmannsdorfer Strasse 47, A-1190 Vienna, Austria December 2013

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

-Increase curbside appeal and update look - Improve fencing - Expanded landscaping areas and ligh�ng

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American International School of Krakow Master Plan Krakow, Poland

Year(s) 2014 Size 300 Students Project Reference Mamie Heard Director +48-12-270-1409 mheard@iskonline.org

Elevation A : New Athletics Wing, Elementary School/ Multi-Purpose Room Building

Working closely with facility, staff, and community stakeholders, CSDA recently completed a needs analysis and campus master plan for the International School of Krakow in Krakow, Poland. In anticipation of a 20% increase in enrollment (250 students to 300 students) the entire site was analyzed to understand existing conditions and identify spacial needs. The final master plan LIVING presents a comprehensive layout (two new buildings joining two modernized buildings) to form ROOF Map facilities that support a campus quadrangle. This new complex presents an inspiring new campus identity andKey provides 21st century education principles. CONSERVATORY

New AthleƟc FaciliƟes Wing

BAVARIAN INTERNATIONAL SCHOOL e.V. International School of Krakow: Final Master Plan

New Elementary School and MulƟ-Purpose Room

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PROPOSED SITE PLAN

Final Master Plan Concept: The Bird’s Nest 1

New Sensory Garden

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Exis�ng Abbo� House

3

New Expanded Lobby Entry to Abbo� House

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New Secure Abbo� House Entry Hardscape and

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Protec�ve Boundary 5

New Early Years Play Area

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New Elementary School Play Area Proposed New Sep�c Tank Loca�on

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Exis�ng Main Building

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New Campus Service Road/ Fire Access

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New Elementary School

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New Elementary School and MPR Entrance

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New Permanent Athle�c Facili�es Addi�on

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New Outdoor Amphitheater

New Roo�op Conservatory

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Exis�ng Taxi Parking and Sports Courts

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New Parking

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New Green Space and Middle School Play Area

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New Athle�c Bleachers

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Exis�ng Athle�c Mul�-Purpose Field

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Improved Parking Lot Layout and Drop-Off

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Relocated Guard House

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New Forest Entrance

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BAVARIAN INTERNATIONAL SCHOOL e.V. International School of Krakow: Final Master Plan Lusina ul. sw. Floriana 57, 30-698 Krakow, Poland August 15, 2014

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NA

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12

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ORIA

Exis�ng Annex

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11

O FL

New Roo�op Garden Play Area

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1

TEG

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SWIE

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5. STEAM Principles and Approach

As a means to achieve interdisciplinary learning, schools have implemented educational curriculums focused on science, technology, engineering, art, and math (STEAM). In many cases, existing facilities could not adequately support the physical requirements for these STEAM programs. CSDA, in conjunction with researchers, teachers and consulting engineers have been at the forefront of design for how the next generation of teachers will teach and learners will learn. We have identified six fundamental principles that are at the heart of high performance learning environments including STEAM facilities. These principles are a combination of 21st Century Learning Design elements and STEAM curriculum fundamentals to help develop a successful STEAM education.

01

Connected

04

Flexibility (Multiple Modes of Learning)

02

Environment as Teaching Tool

05

Safe and Secure

03

Hands on Learning

06

Community-Centric

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Global Green Generation Academy STEM Pod

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01

Connected The fundamental approach to STEAM is the intertwining of the five areas of study - Science, Technology, Engineering, Art, and Mathematics. This teaching methodology requires spaces that promote collaboration and communication. Varying types of spaces can be utilized to promote this such as; small and large group gatherings, camp-fire spaces, wider circulation areas, spaces with ample glazing to promote visible connections and “maker spaces.”

Environment as Teaching Tool Learning happens at all times of the day and in all areas. STEAM facilities should be designed to encourage not only a connection between the indoors and the outdoors but also with the built environment in which it exists. Utilizing the building as a teaching tool is a fundamental idea in the STEAM methodology. The building structure, infrastructure and materials, when exposed, are a powerful teaching tool.

03

02

Hands on Learning At the heart of the STEAM movement is a return to “hands on learning.” Spaces that promote experimentation, flexibility, and interaction provide the most opportunities for “hands on learning”. Hybrid spaces and labs, such as “maker spaces,” can also encourage active learning.

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04

Flexibility (Multiple Modes of Learning) STEAM spaces come in many forms. Some are hybrid spaces that are incorporated into existing facilities and some are dedicated facilities that solely focus on STEAM. Both of these models have a backbone of flexibility designed into them. This flexibility is developed not only by providing physically flexible spaces that can accommodate varying group sizes, types and functions, but also by providing opportunities for flexibility in learning modes. This can be achieved through moveable wall systems, break-out spaces and planning for present and future technology needs.

Safe and Secure A healthy, safe, and supportive learning environment enables students, adults, and even the school as a system to learn in powerful ways. Such an environment promotes innovation, inquiry, and risk taking. Creating a safe school requires thoughtful and constant attention to the security and safety of the facilities, frequent and effective communication with the families and the school and neighboring community.

05

Community-Centric

06

Schools have traditionally been seen as a center of the community in which it lives. Community-centric schools not only create a sense of ownership and pride, but provide a safe and secure area for students to excel. High performance learning environments incorporate the idea of community-centric using a few key methods. One method is to promote an openness to the school for the parents, neighboring community, and even local businesses to become involved and in turn extending the school’s learning potential outside of the school’s walls. A second method is to promote a sense of community by providing “camp fire” and “watering hole” spaces for groups of students to connect and collaborate in.

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6. Case Study | High School STEAM Building(s) High School STEAM Buildings Hayward Unified School District Hayward, California

Year(s) 2015 - 2018 (est.) Size Approximately 21,500 SF each (3 High School STEAM Buildings) Cost $15M Each (3 High School STEAM Buildings) Reference Dr. Charles Roberts, Ph.D. Chief Facilities Officer Hayward Unified School District P: (510) 784-2600 ext. 72844 E: croberts@husd.k12.ca.us

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In June of 2015, the City of Hayward passed Measure L, which provided $260 million for Hayward Unified School District improvements including the design and construction of new STEAM buildings on each high school campus; Hayward High School, Tennyson High School & Mt. Eden High School. STEAM, which is an acronym for science, technology, engineering, art and math, supports an interdisciplinary project-based curriculum, which these new buildings will house. The STEAM buildings provide ten (10) Learning Spaces, two (2) Science Labs, a Maker Space and Demonstration Lobby. Breakout rooms and alcoves provide spaces for small group collaboration and self-directed learning. Outdoor learning areas include an exterior maker space patio, orchard, garden and areas for group work and individual contemplation. The classrooms are designed to be flexible allowing for a variety of learning styles and teaching methodologies. The variety of spaces will accommodate changing curriculums over the life of the building. The building itself is designed to be a learning tool with building systems expressed on the inside and outside. Natural light and stack ventilation system combine to form the saw-tooth roof forms. Energy usage will be monitored and displayed digitally within the Demonstration Lobby. The building will be NET-ZERO Energy Ready and is targeted for a Platinum LEED certification.

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Case Study | High School STEAM Building(s) Gallery spaces for DISPLAYING student work Teacher Planning area supports COLLABORATION among professionals

MAKER SPACES promotes hands on learning

Resource library accommodates small group learning and supports multiple modes of student activity

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Stairs and open circulation double as IMPROMPTU PLACE for performances and discussions

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A central “CAMPFIRE” space to unify and create in.

Natural Daylighting improves student performance, REDUCES ENERGY CONSUMPTION, and provides connections to the environment

Flexible furniture solutions encourage multiple arrangements for VARIETY IN TEACHING and learning

BREAKOUT SPACE allows large group instruction, room for projects, display of student work, and informal interaction

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Large writable surfaces supports COLLABORATION

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Case Study | High School STEAM Building(s)

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7. Additional STEAM Project Experience Vaughn STEM Learning Pods & Community Center Vaughn Next Century Learning Center Pacoima, California

Year(s) 2013 - 2015 Size STEM learning pods 13 Pods @ approx. 3,000 SF each multi-purpose room 2,400 SF Cost $13.8M Reference Dr. Yvonne Chan Vaughn Next Century Learning Center P: (818) 896-7461 E: ychan@vaughncharter.com

CSDA provided architectural services for four new STEM Learning Pod buildings on four separate sites (Del Sur St., Filmore St., Daventry Pl., and Eustace St.) with one new multi-purpose room at the existing VISA High School. These buildings are a part of the Vaughn Next Century Learning Center charter school campus in Pacoima, California. All four buildings are based on the pod concept and design of the Global Green Generation (G3) Charter School. Although the G3 School pod design was used as a basis for design, the pods vary in size and shape from site to site, due to the differing physical constraints of the individual sites. Each building varies from approximately 9,000 to 17,500 total SF and although separated, these new buildings provide a physical connection to the existing campus. Additionally, CSDA’s design provides as much green space, shade and additional parking as each site will allow. The “Learning Pods” are large open spaces that house multiple classrooms or can be utilized as one large group learning space. These larger learning spaces facilitate the STEM (Science, Technology, Engineering, & Math) curriculum taught by providing as much flexibility as possible and state-of-the-art technology. In an effort to deliver the most energy-efficient buildings possible, CSDA designed these learning pods using California High Performance School (CHPS) guidelines and standards.

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Thurgood Marshall Elementary School Classroom Building Oxnard School District Oxnard, California

Year(s) 2015 - 2018 (est.) Size 20,768 SF Cost $8.1M Reference Caldwell Flores Winters, LLC P: (805) 253-0370

The Thurgood Marshall School sits on an 11-acre site located in the City of Oxnard. The school currently operates a kindergarten through fifth grade educational program for 555 students with 24 classrooms and features an academic strand program focused on visual and performing arts. The new Marshall Classroom building project was developed to meet the District’s need for interim capacity for grades 6-8 so that a new middle school can be constructed within the District. The new classroom building will also provide a long-term K-8 educational program for the Thurgood Marshall School. The project will provide 12 new teaching spaces for 324 more students in grades 6-8. The building will house nine (9) general purpose classrooms (learning labs) at 960 SF each, two (2) science labs at 1,200 SF each, and one (1) performing arts lab at 1,200 SF. Additionally the building will house student and staff restrooms, locker/changing rooms, storage, utility spaces, circulation, and stairs and an elevator. Site work will consist of general building siting and site circulation connection to the new building through enhanced paving patterns.

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Global Green Generation Academy - STEM Learning Pods Vaughn Next Century Learning Center Pacoima, California

Year(s) 2009 - 2014 Size 75,000 SF Cost $15.5M Reference Dr. Yvonne Chan Vaughn Next Century Learning Center P: (818) 896-7461 E: ychan@vaughncharter.com

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Sustainability was a key component to the design of a new charter elementary school (70,000 SF) that will serve 600 students. The school is divided into six major learning pods, each containing four classrooms. The campus includes a food service area, library, flexible classrooms, outdoor classrooms, Zen garden, playground, and a community joint-use theater (5,500 SF). Designed in accordance with Collaborative for High Performance Schools (CHPS) standards, the school includes photovoltaic provisions for future implementation/ use that will produce energy to satisfy 30-40% of the school’s needs. The school is has received High Performance Incentive (HPI) certification. CSDA has worked in association with Marshall Lewis, AIA, who completed the schematic design and collaborated with for the remainder of the project. Challenges encountered and how they were overcome A challenge for this project was accommodating the program on a tight site (previously residential lots) which included parking and playground. Also, security was an issues as CSDA had to provide adequate security that is not extremely visible to the urban area.

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8. Organizational Chart/Relevant Qualifications of Individuals CSDA will serve as the prime consultant for your project. CSDA will commit the individuals named in this proposal for the duration of the project. Shown below is our proposed organizational chart.

Steering Committee

Randall B. DeVoto, AIA, LEED AP CSDA Design Group Principal-in-Charge

Michael Schoen, AIA, LEED AP CSDA Design Group Principal/Project Manager

Diana Marquez, AIA, LEED Green Associate CSDA Design Group Designer/Project Architect

Sub-Consultants

Additional CSDA Support Staff

STŌK Infrastructure & Sustainability

Please see the following pages for resumes of CSDA’s key project personnel.

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Bellarmine-Jefferson High School

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Randy will lead the BIS master plan project. In this role he will visit the site to evaluate existing conditions, interview stakeholders and coordinate outreach meetings. Randy is the principal of CSDA’s San Francisco office. He believes good design is about solving a given set of problems in a way that is aesthetically pleasing and is respectful of the environment. Randy has developed more than 25 campus master plans, designed more than 50 new facilities, and has provided expertise to modernize more than 200 educational projects. Randy’s Representative Project Experience: • • • •

RANDALL B. DEVOTO, AIA, LEED® AP Principal-in-Charge

Years of Experience

30+

Education Bachelor of Architecture, Washington State University BS, Architectural Studies, Washington State University

• • • • • • • • • •

Licenses/Accreditations Architect - CA # 10883

Architect - AZ # 36343

Architect - MT # 3040 Architect - WI # 10622-005 Architect - HI # 13348 National Council of Architectural Registration Boards (NCARB) Certificate # 47721 U.S. Green Building Council (USGBC)LEED® Accredited Professional (AP) Affiliations American Institute of Architects (AIA) U.S. Green Building Council (USGBC)

• • • • • • • • •

Master Planning Services, Asociacion Escuelas Lincoln, Buenos Aires, Argentina Master Planning Services, International School of Latvia, Riga, Latvia Master Planning Services, Colegio Internacional, Puerta la Cruz, Venezuela Master Planning Services, American International School of Vienna, Vienna, Austria Master Planning Services, International School of Krakow, Krakow, Poland Master Planning Services, Damascus Community School, Damascus, Syria Master Planning Services, Institute of Monterrey, Monterrey, Mexico Master Planning Services, American Community School, Beirut, Lebanon Master Planning Services, American International School, Dhaka, Bangladesh Master Planning Services, American International School of Tel Aviv, Tel Aviv, Israel Master Planning Services, American Community School, Abu Dhabi, United Arab Emirates Master Planning, Kentfield Unified School District, Kentfield, CA Master Planning, Oak Grove School District, Oak Grove, CA Master Planning Services, Bishop O’Dowd High School, Facility Renovations and New Facilities, Oakland, CA Master Planning Services, St. Ignatius College Preparatory, New Construction, and Modernization, San Francisco, CA Master Planning Services, Carondelet High School, New Facilities, and Facility Renovations, Concord, CA Master Planning Services, Hanna Boys Center, New Facilities, and Facility Renovations, Sonoma, CA Augustus F. Hawkins High School Master Planning and Design, Los Angeles, CA Kent School Gymnasium, Kentfield School District, Kentfield, CA Kent Middle School Modernization, Kentfield School District, Kentfield, CA Bacich Elementary School Portable, Kentfield School District, Kentfield, CA Bacich Elementary School Modernization, Kentfield School District, Kentfield, CA Bacich Community Center, Kentfield School District, Kentfield, CA Mt. Diablo K-12 New Classrooms and Modernization on 10 Campuses, Mt. Diablo Unified School District, Concord, Pleasant Hill and Walnut Creek, CA San Pedro High School New Gymnasium, Los Angeles Unified School District, San Pedro, CA

• Redwood High School, New Practice Gymnasium and Aquatics Center, Tamalpais Union High School District, Larkspur, CA

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Mike will be the day-to-day contact for the BIS Master Plan and STEAM Classroom Building project. He will ensure that the master plan is responsive, sustainable and complete. He brings 19 years of experience in the master planning, design, project management, and construction of education projects. He has designed new construction and modernization projects for more than 35 schools. He will apply his expertise and collaborate with the BIS project team, user groups, and staff to creatively work together and develop innovative planning and design solutions that meet BIS’s vision, goals, needs, and budget. Mike’s Representative Project Experience:

MICHAEL R. SCHOEN, AIA, LEED® AP

Principal/Project Manager Years of Experience 19 Education Masters of Architecture, Southern California Institute of Architecture, Los Angeles B.A., Emphasis in Environmental Design, San Diego State University Professional Registration(s) Architect CA #35165 Exp. 2/28/2017 NCARB Certificate No. 82923 USGBC LEED® Accredited Professional Certificates & Affiliations American Institute of Architects (AIA) US Green Building Council (USGBC) Special Training Advanced Autodesk Revit

• Master Planning Services, Asociacion Escuelas Lincoln, Buenos Aires, Argentina • Master Planning Services, International School of Latvia, Riga, Latvia • Master Planning Services, American International School of Vienna, Vienna, Austria • Master Planning Services, International School of Krakow, Krakow, Poland • Master Planning Services, Bancroft Middle School, LAUSD, Los Angeles, CA • Master Planning Services, Franklin High School, LAUSD, Los Angeles, CA • Master Planning Services, Carondelet High School, New Facilities, and Facility Renovations, Concord, CA • Augustus F. Hawkins High School Master Planning and Design, Los Angeles, CA • Paraclete High School Master Plan and New Classroom/Gymnasium Building, Archdiocese of Los Angeles, Lancaster, CA • Trinity Christian Center Master Plan for a New Church, Parish Administration, and New School, Artesia, CA • Hilda L. Solis Learning Academy, LAUSD, Los Angeles, CA • Eastside Learning Center, LAUSD, Los Angeles, CA • Hilda L. Solis Learning Academy Gymnasium, LAUSD, Los Angeles, CA • Eastside Learning Center STAR Tenant Improvement (Core and Shell), LAUSD, Los Angeles, CA • Hook Junior High School Modernization and New Facilities, Victor Valley Union High School District, Victorville, CA • Victor Valley High School New Administration/Library Building, Victor Valley Union High School District, Victorville, CA • Lennox Middle Sound Attenuation, Lennox Unified School District, Lennox, CA • Lennox Middle School Gymnasium Modernization, Lennox Unified School District, Lennox, CA • Jefferson Elementary School Sound Attenuation, Lennox Unified School District, Lennox, CA • R.D. White Elementary School Modernization, Glendale Unified School District, Glendale, CA • Global Green Generation Charter, Los Angeles Unified School District, Los Angeles, CA • Barack Obama Global Preparation Academy, Los Angeles Unified School District, Los Angeles, CA • San Pedro High School New Gymnasium, Los Angeles Unified School District, San Pedro, CA

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With nine years experience in architectural design and planning, Diana Marquez is a highly-skilled Designer/Project Architect able to assist on master plans and new construction and modernization projects of various scopes and sizes including STEAM/ STEM facilities. Diana’s Representative Project Experience:

DIANA MARQUEZ, AIA, LEED® GREEN ASSOCIATE

Designer/Project Architect Years of Experience 9 Education Bachelor of Art in Architecture, University of California, Berkeley, Berkeley, CA Professional Registration(s) Architect CA #36252 Exp. 6/30/2017 Affiliations USGBC Berkeley Chicano/Latino Architecture Student Association Alumni

Special Training DSA Coordination and Closeout Seminar - Sponsored by the Coalition for Adequate School Housing (CASH) Fundamentals of Green Building with LEED, UC Berkeley Extension

• Master Planning Services, Asociacion Escuelas Lincoln, Buenos Aires, Argentina • Master Planning Services, International School of Latvia, Riga, Latvia • Master Planning Services, American International School of Vienna, Vienna, Austria • Master Planning Services, Marina del Rey Middle School, LAUSD, Los Angeles, CA • Master Planning Services, Mark Twain Middle School, LAUSD, Los Angeles, CA • Master Planning Services, Venice High School, LAUSD, Los Angeles, CA • Master Planning Services, Westside Global Awareness Magnet, LAUSD, Los Angeles, CA • Master Planning Services, Franklin High School, LAUSD, Los Angeles, CA • Master Planning Services, Bancroft Middle School, LAUSD, Los Angeles, CA • STEM Learning Pod Buildings (4), Vaughn Next Century Learning Center, Pacoima, CA • Marshall Elementary School, New Classroom Building, Oxnard School District, Oxnard, CA • Vaughn Portables to Project Based Pods (P3), Vaughn Next Century Learning Center, Pacoima, CA • Vaughn Family and Community Education Tech (F.A.C.E.T.) Center, Vaughn Next Century Learning Center, Pacoima, CA • Global Green Generation Charter, Vaughn Next Century Learning Center, Pacoima, CA • San Miguel School, Portable Classroom Buildings, Oxnard School District, Oxnard, CA • Hook Junior High School Modernization and New Facilities, Victor Valley Union High School District, Victorville, CA • East Los Angeles Star Eastside Learning Center, LAUSD, Los Angeles, CA • Hilda L. Solis High School Academy Gymnasium, Los Angeles Unified School District, Los Angeles, CA • Olive Vista Middle School, Seismic Study & New Physical Education and MultiPurpose Buildings, Los Angeles Unified School District, Sylmar, CA • Olive Vista Middle School, Temporary Kitchen and Shade Structure, Los Angeles Unified School District, Sylmar, CA • Buford Elementary School, Sound Mitigation, Lennox School District, CA • Augustus F. Hawkins High School, New High School Campus, Los Angeles Unified School District, Los Angeles, CA • Victor Valley High School New Administration/Library Building, Victor Valley Union High School District, Victorville, CA • Long Beach Unified School District Fire Alarm, Intercom, and Clock Replacement Projects (9 schools), Long Beach, CA • Jefferson Middle School, Sound Mitigation, Lennox School District, Lennox, CA • Del Mar and Westmont High Schools ADA Upgrades and Building

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Global Green Generation Academy

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9. Scope of Work, Scope of Services and Estimated Fee Scope of Work • To prepare a comprehensive master plan for the Bavarian International School Haimhausen campus. • As part of the master plan, CSDA will prepare a conceptual level design for a new STEAM classroom building to be sited within the existing campus. • Project assumptions are based upon the project introduction conference call dated January 25, 2017.

Scope of Services 1. Knowledge of Project a. Develop a further understanding of the project through reviewing the as-built documentation and through site visits and programming sessions with the project Stakeholders. On-site visits will be conducted by the appropriate CSDA team and consultants. 2. Technical Evaluation of Existing Buildings a. CSDA will perform on-site existing building and site analysis for the following areas: i. General Site layout ii. General Building layout iii. Vehicular and Pedestrian access iv. Environmental v. Sustainability vi. Acoustics vii. Programming and Educational requirements viii. Infrastructure Systems b. CSDA consulting engineers will perform an existing building audit and sustainability analysis focusing on: i. Utility bill analysis, on-site audit (HVAC, Lighting, and Plumbing), energy efficiency measures, renewable production and water conservation analysis, and Life Cycle Cost Analysis. c. Analysis reports will be generated for the above areas of work. 3. Programming and Development a. CSDA will develop a roles and responsibilities matrix for the project stakeholders and project schedule for meetings and deliverables. b. CSDA will conduct programming sessions with the Stakeholder groups to identify a baseline for the current school spaces and future programming and functional needs for the school. 4. Master Plan Validation a. CSDA will establish ratios of facilities space sizes. b. CSDA will work with the school to establish future student growth caps. c. CSDA will work with a local architectural firm to gain knowledge of local municipal requirements and local neighborhood characteristics. d. CSDA will analyze the existing school in relation to current and potential future educational trends, outside school activities, parking areas, school transportation, accessibility within the school, and new infrastructure impact on the existing facilities. e. CSDA will prepare a phasing plan for the implementation of the master plan. 5. Deliverables and Reports a. CSDA will prepare a final master plan design document

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b. CSDA will prepare a final conceptual design STEAM building document c. 3D renderings of the final master plan (three max) and STEAM building (three max) 6. Sustainability and Environmental a. CSDA and its consultants will prepare a report containing recommendations for energy efficiency, efficient thermal and acoustic environment, indoor environmental quality, material, and water resource conservation. 7. External Consultants a. Infrastructure b. Sustainability c. Acoustics

Estimated Fee The proposed fees are based upon providing campus master plan and STEAM building conceptual design services only. If requested, CSDA can provide a fee proposal for providing design development and construction document assistance for the further development of the proposed STEAM building in conjunction with a local architectural firm.

Master Plan - Scope Items Document Review On-Site Project Kick-Off Meeting On-Site Data Collection On-Site Programming Conceptual Design (Includes (2) STEAM Building Concept Design Schemes) Final Master Plan Subtotal Cost - Architectural

Fee $1,385 $2,650 $4,580 $10,325 $39,740 $19,670 $78,350

Master Plan Consultant Fees ASHRAE Level II Existing Facilities Analysis (STĹŒK - Consultant) Sustainability Analysis (STĹŒK - Consultant) Renderings (6) Subtotal Cost - Consultants

Fee $21,640 $17,070 $10,000 $48,710

Travel to Germany Airfare for Two (2) Hotel for Two (2) Subtotal Cost - Travel Expenses

Fee $5,000 $3,000 $8,000

Master Plan Total Estimated Fee

$135,060

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Bavarian International School e V Main Campus Design Services Proposal - CSDA Design Group